Perkhounkova Yelena, Shaw Clarissa, Hein Maria, Coleman Carissa K, Williams Kristine
College of Nursing, University of Iowa, Iowa City, Iowa, USA.
School of Nursing, University of Kansas, Kansas City, Kansas, USA.
Gerontol Geriatr Educ. 2025 Apr-Jun;46(2):295-309. doi: 10.1080/02701960.2024.2444922. Epub 2024 Dec 25.
The assessment of knowledge gain from educational interventions is a common practice in dementia care research. This study aimed to refine and validate the Changing Talk Scale (CHATS), a tool for assessing knowledge of effective and person-centered communication in nursing home staff. CHATS was integrated into the Changing Talk: Online (CHATO) education program to measure the knowledge gains resulting from it.
Test items for CHATS were created based on the 13 learning objectives of CHATO. These items underwent iterative revisions based on psychometric analyses across four pilot studies, culminating in two 13-item alternate forms. These forms were evaluated using psychometric analysis and linear mixed modeling with 664 staff members from 15 nursing homes across the US.
The reliability of CHATS, measured by Cronbach's α, was .56 and .49 pre-education, and .70 and .77 post-education for the two forms respectively. The mean CHATS scores were higher for staff with higher education levels and increased after the CHATO, irrespective of staff or nursing home characteristics.
The development and validation of a test to capture knowledge requires the consideration of multiple aspects. CHATS effectively demonstrated knowledge gains from the CHATO intervention across various types of staff.
评估教育干预带来的知识增益是痴呆症护理研究中的常见做法。本研究旨在完善和验证“改变谈话量表”（CHATS），这是一种用于评估养老院工作人员有效且以患者为中心的沟通知识的工具。CHATS被纳入“改变谈话：在线”（CHATO）教育项目中，以衡量该项目带来的知识增益。
CHATS的测试项目基于CHATO的13个学习目标创建。这些项目在四项试点研究的基础上，根据心理测量分析进行了反复修订，最终形成了两个包含13个项目的备用形式。使用心理测量分析和线性混合模型对来自美国15家养老院的664名工作人员进行了评估。
通过克朗巴哈α系数衡量，CHATS在教育前两种形式的信度分别为0.56和0.49，教育后分别为0.70和0.77。教育水平较高的工作人员CHATS平均得分更高，且在参加CHATO后得分增加，与工作人员或养老院的特征无关。
开发和验证用于获取知识的测试需要考虑多个方面。CHATS有效地证明了CHATO干预在各类工作人员中带来的知识增益。
